-- The teacher sets the context by showing a pile of books used in Turkey's schools so as to brainstorm some ideas about school subjects. -- The teacher has the students work in pairs and discuss what subjects they remember from school. -- The teacher asks for feedback from the students and smoothly moves on to the presentation stage by drawing a word map.

-- The teacher elicits from the students whatever subjects they remember from school and writes them down on the word map on the board. -- The teacher may have to model the language that they cannot come up with through elicitation.

-- The teacher puts the students in groups of three or four and has them match the names of some subjects with some related examples. -- Once the activity is finished, the teacher asks for feedback.

-- The teacher then asks the students whether mathematics is easy or hard for them, and if they can do well in it or not. -- The teacher introduces the students to the following adjectives with prepositions : "to be good at", "to be terrible at", and "to be interested in". -- The teacher has the students have a rather meaningful drill in the circle where they will be provided with different pictures so that they will drill the target language by looking at the picture and producing sentences about whether they were good or bad at different subjects st school.

-- The teacher has the students work in pairs and write five sentences about their partners by guessing what they were good at, what they were terrible at, and what they were interested in when they were at school. -- Then, the students read out their answers to their partners to check whether their guesses were right or wrong.

-- If time allows, the teacher has the students work in groups of three or four and discuss some questions about what subjects are taught in their country, what other subjects they study, what foreign languages people study in their country, and what are the three important subjects for young people today.